This research studies the effectiveness of teaching art appreciation to home schooled children ages 10-17 through a DBAE curriculum in pinhole photography via a weekend workshop. An autoethnographic approach to recording data about the students’ learning and my experience as their teacher was used in the research. Data was recorded as journal notes during and after each workshop from my experiences as their teacher and analyzed according to a grounded theory based on open coding. The workshop was open for registration of up to 25 home schooled students of any race, male or female, from the ages of 10 - 17. While the research reports a successful change in students’ appreciation of photography as a result of the workshop, parental values proved to be both an obstacle and area of potential future research.

This study mainly aims at designing an art and humanities curriculum integrated with art elements and investigating the fifth grade students' learning of art appreciation. The researcher selected four of the most basic art elements and organized them into four curriculum modules. Each curriculum module was integrated with highly-related art elements and having the invariable sensation as the core of connection. By implementing the four curriculum modules, students were able to gradually enhance their art appreciation abilities, including sensation, description, analysis, and appreciation abilities. Both the "Pre-class Preparation Worksheet" and the "Post-class Worksheet" recorded the processes of students' learning of art appreciation. Through interviewing students, the researcher observed and investigated changes of students' abilities of art appreciation and art deliberation. Findings of this study are stated as follows: 1. Curriculums Integrated with Art Elements (1) Art elements are the foundation of music art, visual art, and performing art. Both higher familiarity with concepts of art elements and maturity of operational techniques enhanced an individual's ability of art appreciation. (2) With the invariable sensation as the core of the integrated curriculum of art elements, students were able to start the learning of art appreciation through physical and mental perceptions. Students were allowed to have a profound experience of appreciating arts. 2. Ability of Art Appreciation (1) After receiving the art and humanities curriculum integrated with art elements, the enhancement of students¡¦ art appreciation abilities, including sensation, description, analysis, and appreciation, was obvious. (2) Along with the improvement of the recognition of art elements, students' ability of appreciating the artworks enhanced greatly. Students' self-confidence was also strengthened. 3. Teaching of Art Appreciation A curriculum integrated with art elements is capable of maintaining the spirit of art elements; such a curriculum is able to maintain and advance the connotation of art appreciation and avoid art teaching from becoming unsystematic. At last, based on the findings of the study, the researcher proposed some suggestions to designing the future art and humanities curriculums.

Thesis (Ed.D)--Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: Judith M. Burton. Dissertation Committee: Justin Schorr. Includes bibliographical references (leaves 199-206).

Thesis (M.A.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

In our Post-Modern milieu there has been a renewed attempt in art to communicate with the viewer. My hypothesis is that particular images provoke empathic responses in the viewer. Iconographical and formal characteristics in images which provoke empathy are discussed and Lipps' ( 1905) and Worringer's (1908) theories of empathy are examined. The psychological profile of a viewer is considered in the light of Freud's familial model of the human psyche with its emphasis on sexual instincts. The theoretical framework within which my hypothesis operates is based upon Bryson, Holly and Moxey's ( 1991) interventionist response to visual interpretation. They foreground the viewer's historicity in the viewing of an image and their approach is contrasted with that of the perceptualists (Wollheim, Gombrich and others) who maintain that the historicity of the viewer is unimportant. Finally it is argued that art can have a transforming potential if the artist provokes empathy in the viewer. / Art History, Visual Arts and Musicology / M.A. (Fine Arts)

This study compared the effects of sexist labeling on the perceptions of visual artists by the community college and university students and determined their sex role orientation. The 370 students were shown five slides of an artist's works and were given six versions of an artist's biography. It contained embedded sexual labeling (woman, girl, person/ she, man, guy, person/he). The Artist Evaluation Questionnaire was administered to the female and male community college and university students that required the students to evaluate the female and male artists on several aspects of affective and cognitive measures. The questionnaire consisted of 9 items that had to be rated by the participants. In addition, the students filled out the Demographic Questionnaire and the BEM Sex Role Inventory, titled the Attitude Questionnaire. The Analysis of Variance testing procedures were administered to analyze the responses. The results disclosed gender differences in students' ratings. The female artist's work, when the artist was referred to by the neutral sexual label, "person", received significantly higher ratings from the female students. The male students gave the female artist her highest ratings when she was referred to by the low status sexual label, "girl". Both sexes did not express statistically significant preferences for any of the male sexual labels. Gender difference became apparent when it was found that female students rated both sexes equally, and their ratings were lower than those of the male students. The male students rated the female artist's work higher than the work of the male artist. The analysis of the sex role inventory questionnaire revealed the absence of the feminine (expressive) and masculine (instrumental) personalities among the students. The personalities of almost all the students were androgynous, with a few within the range of the near feminine, and a few within the range of the near masculine. The study reveals that there are differences in perception of sexual labels among the community college and university students.

This research follows the topic of art and the everyday, and focuses on how our experience of the everyday is a significant area of educational inquiry. This study investigates the potential of walking as an interactive method of art education that relates to the way we learn from our everyday environment, and is connected to the field of visual culture art education, and the aesthetics of everyday life. By taking participants on an art walk, I can observe how they engage with their everyday environment directly, and examine whether walking can promote visual and aesthetic awareness towards their ordinary surroundings. A total of eight participants will be studied during the walk; participants represent a mixed variation of age and gender, with and without backgrounds in art, and will participate in a walking interview followed by a sit-down interview.

No description available.

In response to ideological issues that have emerged the last two decades from feminism, multiculturalism and postmodernism, the introductory art history survey is undergoing major revisions not only in structure and content, but also in instructional methodology. Art history professionals and art educators alike are questioning whether pedagogical methods traditionally employed in the survey are adequate for meeting the goals of visual literacy and development of critical and analytical skills. The purpose of this study was to investigate the effectiveness of supplemental study resources for art history survey students, specifically an interactive multimedia (IM) computer program designed to help students acquire and retain a deeper understanding of works of art. Two research questions were asked: Is IM a more effective instructional format than traditional slide study on achievement measures? Will use of IM impact students' levels of understanding and strengthen and direct their choice of search strategies?

This thesis has evolved from William Blake's phrase, "Imitation is Criticism" written in the margin of Sir Joshua Reynolds's Discourses on Art. As a concept central to the production and criticism of art, imitation has largely been explored in the philosophical context of aesthetics rather than in terms of its practical application in image-text studies of the Romantic period. It has also traditionally served as a marker for the period designation 'Romantic', which in image-text studies continues to be played out in terms of the transition from imitative to expressive modes of making and response. Yet this notion of periodization has proven problematic in studying the response to 'false criticism' within what Wallace Stevens calls that 'corpus of remarks about painting'. These remarks reveal an important tension within imitation as a way of making something like something else, but also as a means of characterizing the relationships that underpin that resemblance. This tension not only occupies a central place in the concurrent development of art criticism and literary criticism in the period, but also offers a new foundation for the interdisciplinary study of image-text relationships in the period. The thesis is divided into two parts, each guided by the important role that imitation plays in the fight against 'false criticism' with respect to the visual arts. The first part examines the tension within imitation from the standpoint of artists and connoisseurs who expressed concern about the excesses of description in asserting the need for a credible art criticism while at the same time realizing its inevitability. The second part examines the tension within imitation from the standpoint of the American artist Washington Allston and his friend Samuel Taylor Coleridge, both of whom used this tension to advantage in setting forth a lexicon and methodology that could account not only for the 'specific image' described, but also the geometrical and structural relationships that underpin that image.